Introduction. The study addresses the problem of improving the characteristics of students’ interpersonal communication in the context of a multicultural university environment in Kazakhstan. Interpersonal communication constitutes a crucial factor in the formation of students’ social adaptation, academic engagement, and intercultural competence. Within a multicultural setting, effective communication functions as an essential condition for the development of tolerance, mutual respect, and the integration of diverse cultural and ethnic groups. Nevertheless, challenges including language barriers, differences in communication styles, and intercultural misunderstandings may hinder the effectiveness of the communicative process. Methodology and Methods. The research employed a descriptive research design and survey methodology. The study involved 124 first and second year undergraduate students majoring in Pedagogy and Psychology and Social Pedagogy at a national university in Kazakhstan. The questionnaire was developed on the basis of a process model of intercultural competence proposed in prior scholarly literature and was administered through Google Forms.
Descriptive statistical methods were applied for the analysis of the collected data. Results. The findings reveal
that the majority of respondents demonstrate readiness for intercultural interaction and express a tolerant attitude toward cultural diversity. Students perceive the multicultural environment of the university as a valuable factor in the development of interpersonal and communication skills. At the same time, the study identified persistent challenges, including linguistic difficulties, differing communication norms, and occasional misunderstandings between representatives of different cultural groups. These challenges underscore the need for targeted institutional strategies to strengthen intercultural dialogue. Scientific novelty. The study provides new empirical evidence on the specific features of students’ interpersonal communication in the multicultural university environment of Kazakhstan. Unlike previous research, which often emphasized general intercultural education, this study highlights the interplay between communication skills, intercultural tolerance, and academic success in a diverse university context, with practical significance. Practical significance. The research findings can be applied to the development of intercultural training programs, collaborative learning projects, and multicultural events aimed at promoting inclusiveness in higher education institutions. By implementing such measures, universities can foster a more supportive and cohesive learning environment, contributing to the formation of socially competent
and globally minded graduates.